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Options for Participationand Related IEP
Decisions
http://www.osepideasthatwork.org/toolkit/index.asp
Options for Participation inCurrent Federal Regulations:Option of the General Assessment
Assessment Option
Foundation for Content
How Performance is
Evaluated
Who Can Participate
Caps on Using for AYP
General Assessment
State’s academic content standards
Grade level achievement standards
Open to all students including any student with a disability
None
General Assessment with Accommodations
State’s academic content standards
Grade level achievement standards
Any student with a disability
None
Option of Alternate Assessments:Type 1- Grade Level Achievement
Assessment Option
Foundation for Content
How Performance is
Evaluated
Who Can Participate
Caps on Using for
AYP Alternate Assessment Judged Against Grade Level Achievement Standards
State’s academic content standards
Grade level achievement standards
Any student with a disability
None
Option of Alternate Assessments:Type 2- Modified Achievement
Assessment Option
Foundation for Content
How Performance is
Evaluated
Who Can Participate
Caps on Using for
AYP Alternate Assessment Judged Against Modified Achievement Standards
State’s academic content standards
Modified achievement standards
Students with a disability who have persistent academic difficulties
2% can be counted as proficient for AYP; no limit on participation
See the U.S. Department of Education’s interim policy on modified achievement standards at http://www.ed.gov/policy/elsec/guid/raising/disab-options.html (retrieved October 20, 2005).
Option of Alternate Assessment:Type 3- Alternate Achievement
Assessment Option
Foundation for Content
How Performance is
Evaluated
Who Can Participate
Caps on Using for
AYP Alternate Assessment a Judged Against Alternate Achievement Standards
State’s academic content standards
Alternate achievement standards
Students with significant cognitive disabilities
1% can be counted as proficient for AYP; no limit on participation
Options Summary
AYP Cap
Options for Participation Students Achievement Standards
1. General Assessment All 2. General Assessment w/ Accommodations
SWD*
None
3. Alternate Assessment SWD*
Grade Level
2% 4. Alternate Assessment SWD Modified 1% 5. Alternate Assessment SW
w/SCD Alternate
* Some states make this option available to other students.
The Decision Framework
IEP teams must determine how students with disabilities participate in statewide assessments for accountability, not whether they participate.
Premise:
All students with or without disabilities, should participate in the general assessment without accommodations unless the IEP team determines otherwise.
Implications for IEP Teams In Choosing Assessment Option What is not relevant What is relevant
What is Not Relevant for the IEP Team’s Decision “Exemption”
All students participate Separate, Specialized Curriculum
All options are aligned with general curriculum/ grade level content standards
Placement Disability Label Boosting Schools Outcomes on AYP
What is Relevant Prerequisite Considerations
Has the student had access to grade level content?
Has the student had evidence-based instruction? Was instruction by highly qualified teacher?
IF answer to above is “NO”, continue to apply grade level achievement standards and evaluate response to intervention
What is Relevant Student’s Educational Needs
How does the student access the general curriculum?
What has been the student’s response to academic interventions?
How does this student interact with text? Do the supports the student requires change the
complexity of grade level material? What inferences can be made about
generalization?
When an option for test participation is selected
what will it mean?
What Inferences can Be Made
When the team chooses grade level achievement standards
Inferences from test results can be made to the breadth, depth, and complexity of the standards in the test specification for the general assessment with the general assessment, general assessment with accommodations, or alternate assessment-grade level achievement
What Inferences can Be Made
When the team chooses modified achievement standards
Inferences from test results can be made to grade level expectations with specified level of breadth, depth, and complexity Alternate assessment judged against modified
achievement standards
What Inferences can Be MadeWhen the team chooses alternate achievement
standards Inferences from test results can be made to grade
level content that is extensively prioritized but maintains expectation for progress in general curriculum
And assumes student performance is contingent on having the supports specified for the assessment
Alternate assessment judged against alternate achievement standards
Who might take the Alternate Assessment
Judged Against Modified Achievement
Standards?
No final regulations had been established at the time this paper was released.
What are Modified Achievement Standards? Designed to enable inferences about grade
level content expectations somewhat reduced in
breadth, depth, or complexity
Inferences are constrained
Who are the 2% students? Students with IEPs who are very, very, very
hard to teach
Who are the 2% students? Students who can learn grade level content,
but in the time available Cannot cover as much content Cannot cover the content in as much depth Cannot learn the content to the same degree of
cognitive complexity
Grade Level ContentContent Standards and Achievement Standards specified for the general assessment.
Content reduced in breadth
Content Standards and Achievement Standards specified for grade level content with reduced breadth.
Content reduced in depth
Content Standards and Achievement Standards specified for grade level content with reduced depth.
Content reduced in cognitive complexityContent Standards and Achievement Standards specified for grade level content with reduced cognitive complexity.
Who are the 2% students? Have persistent academic difficulties
Despite intensive, appropriate, relentless, evidence-based interventions
Over sufficient length of time Cannot close the achievement gap
The time there is to learn it!All t
h er e
i s t
o le
a rn
Most Students
Start lower; Work harder and longer; Achieve the same amount?
Students with DisabilitiesNeed to learn more, faster to end at same place
The time there is to learn it!
Start lower; Work hard to maintain pace; Achieve less.
All t
h er e
i s t
o le
a rn
Most Students
Students with persistent academic difficultiesLearn slower and less, and can’t catch up despite…
Decision Framework applied to 2%
1. In what way does the student access the general curriculum?
S’ can learn a ‘streamlined” version of the content
2. What has been the student’s response to academic interventions
S’ has persistent academic problems despite appropriate, intensive interventions
Decision Framework3. How does the student interact with text? Controlled vocabulary reduced reading levels May need text reader4. Do the supports needed by this student to
perform or participate meaningfully change the complexity or cognitive demand of the material?
Needs supports that reduce complexity, breadth, depth of the contentTeacher scaffolding & Fewer choices
Decision Framework
5. What inferences can be made about student’s generalization/transfer of learning
Inferences constrained Transfer of learning more limited
May transfer only to similar or familiar contexts
Who are the 2% students?Simply stated, they are students
for whom: The alternate assessment
judged against alternate achievement standards is too easy
The general assessment judged against grade level achievement standards is too hard